GES-JHS-SCIENCE-CCP-CURRICULUM-B7-B10

problem

CC: Speak clearly and explain
ideas.

CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to task
or situation

4. Differentiate organisms in different ecosystems CP: Analyse and make distinct
mentioned in exemplar 2 judgment about viewpoints

expressed in an argument

5. Explain how the function of the components of each CC: Speak clearly and explain
affects the other in the ecosystem ideas. Share a narrative or

extended answer while speaking

to a group

CONTENT STANDARDS STRAND 3: SYSTEMS SUBJECT SPECIFIC
B7.3.4.1 Demonstrate SUB-STRAND4: FARMING SYSTEMS PRACTICES AND CORE
understanding of the differences INDICATOR AND EXEMPLARS COMPETENCIES
among the various farming Digital Literacy (DL),
systems; Land Rotation; Crop B7.3.4.1.1 Examine and discuss the differences among Critical Thinking and
Rotation; Mixed Cropping; Mixed the various farming systems.
Farming; and Organic Farming
Problem Solving (CP),
Communication and
Collaboration (CC),
Creativity and Innovation
(CI), Cultural Identity
and Global Citizenship
(CG)

Exemplars:

1. Identify and define types of farming systems in Ghana DL: Ability to find and
and elsewhere consume digital content

Understand sociological and

emotional aspects of work in
cyberspace

CG: Develop and exhibit a
sense of cultural identity

CC: Speak clearly and
explain ideas. Share a
narrative or extended answer

while speaking to a group

2. Discuss the characteristics of the different farming DL: Ability to ascertain when

systems in Ghana information is needed and be
able to identify, locate,
evaluate and effectively use
them to solve a problem

CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion

CG: Develop and express
respect, recognition and
appreciation of others'
culture

3. Compare and contrast the characteristics of the CP: Generate hypothesis to
different farming systems help answer complex

problems

Analyse and make distinct

judgment about viewpoints
expressed in an argument

Ability to combine
Information and ideas from
several sources to reach a
conclusion

CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B7.3.4.1.2 Categorize different farming systems Digital Literacy (DL),
Critical Thinking and
Problem Solving (CP),
Cultural Identity and Global
Citizenship (CG)

Exemplars:

1. Classify different descriptions of farming systems under CP: Ability to combine
Land Rotation; Crop Rotation; Mixed Cropping; Mixed Information and ideas from
Farming and Organic Farming
several sources to reach a

conclusion

CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms

DL: Ability to find and consume
digital content

2. Group farming systems prevailing in their community CP: Ability to combine
under Land Rotation, Crop Rotation, Mixed Cropping, Information and ideas from
Mixed Farming, and Organic Farming
several sources to reach a

conclusion

CONTENT STANDARDS INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B7.3.4.1.3 Discuss the usefulness of different Critical Thinking and Problem
farming systems Solving (CP), Creativity and

Innovation (CI) Cultural Identity
and Global Citizenship (CG)

Exemplars:

1. Discuss and tabulate the reasons behind the use of CC: Can vary the level of detail and
various farming systems the language use when presenting to

make it appropriate to the audience.

CI: Ability to try alternatives and
fresh approaches

CP: Generate hypothesis to help
2. Debate the merits and demerits of the different answer complex problems
farming systems
Ability to combine Information and

ideas from several sources to reach a

conclusion. Implement strategies

with accuracy

CC: Can vary the level of detail and
the language use when presenting to

make it appropriate to the audience.

CG: Develop and express respect,
recognition and appreciation of
others' culture

CONTENT STANDARDS STRAND 4: FORCES AND ENERGY SUBJECT SPECIFIC PRACTICES
B7.4.1.1 Demonstrate SUB-STRAND 1: ENERGY AND CORE COMPETENCIES
understanding of forms of Digital Literacy (DL), Cultural
energy and their daily INDICATORS AND EXEMPLARS Identity and Global Citizenship
application (CG), Communication and
B7.4.1.1.1 Identify the various forms of energy and Collaboration (CC)
show how they are related

Exemplars:

1. List forms of energy in terms of Potential, Kinetic, Heat, DL: Ability to find and consume digital
content. Ability to ascertain when
Sound, Solar, Electrical, Nuclear, Chemical and Light

information is needed and be able to

identify, locate, evaluate and effectively

use them to solve a problem. CC:
Explain ideas in a clear order with

relevant detail

2. Demonstrate how Potential Energy (P.E) is related to CC: Can vary the level of detail and
Kinetic Energy (K.E) (Mechanical Energy= PE+ KE) using a the language use when presenting to

diagram make it appropriate to the audience

CI: Ability to merge simple/ complex
ideas to create novel situation or thing

Ability to reflect on approaches to

creative task and evaluate the

effectiveness of tools used.Ability to

visualise alternatives, seeing

possibilities, problems and challenges

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B7.4.1.1 Demonstrate B7.4.1.1.2 Explain daily application of forms of energy Digital Literacy (DL), Cultural
understanding of forms of Identity and Global Citizenship
energy and their daily (CG), Communication and
application Collaboration (CC), Creativity
and Innovation (CI)

Exemplars:

1. Discuss how forms of energy are used in daily life CC: Speak clearly and explain ideas.
Share a narrative or extended answer
while speaking to a group

DL: Evaluate the quality and validity of
information. Knowledge and

recognition of ethical use of

information

2. Match forms of energy to appliances (gadgets) used daily CP: Demonstrate a thorough
understanding of a generalised concept
at school, in the home and community

and facts specific to task or situation.
CI: Ability to merge simple/ complex
ideas to create novel situation or thing

3. Explain factors that affect Potential and Kinetic energy in DL: Ability to ascertain when
their application in daily life information is needed and be able to

identify, locate, evaluate and effectively

use them to solve a problem.CC:
Explain ideas in a clear order with

relevant detail

4. Use mathematical expressions for both Potential energy CI: Ability to visualise alternatives,
(P.E = mgh) and Kinetic energy (K.E = ½ mv2) and use seeing possibilities, problems and
the expressions to solve problems involving mechanical challenges
energy.
Recognise and generalise information
and experience; search for trends and
patterns

Interpret and apply learning in new
context

Reflect on work and explore thinking
behind thoughts and processes

B7.4.1.2 Demonstrate B7.4.2.1.1 Explain how heat is transferred in various Digital Literacy (DL),
understanding of concept of media Communication and
heat transfer and its Collaboration (CC)
application in life

Exemplar:

1. Explain how heat is transferred through different media DL: Ability to ascertain when
information is needed and be able to
(gas, plastic, metal, liquid)

identify, locate, evaluate and effectively

use them to solve a problem

CC: Explain ideas in a clear order with
relevant detail



CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
AND CORE COMPETENCIES

B7.4.1.3 Demonstrate B7.4.1.3.1 Demonstrate how light travels in a straight Digital Literacy (DL),
understanding of line Communication and
characteristics of light, such as Collaboration (CC), Critical
travelling in a straight line, Thinking and Problem Solving
reflection, refraction and (CP), Creativity and Innovation
dispersion (CI)

Exemplars:

1. Perform experiments to show that light travels in a DL: Ability to find and consume digital
straight line and can be reflected and refracted and content

produce reports, posters or diagrams CI: Understand and use analogies and

metaphor.

Putting forward constructive

comments, ideas, explanations and new

ways of doing things

Recognise and generalise information
and experience; search for trends and
patterns

2. Perform experiment to show dispersion of light into CP: Demonstrate a thorough
understanding of a generalised concept
colours

and facts specific to task or situation.

Provide new insight into controversial

situation or task

STRAND 4: FORCES AND ENERGY
SUB-STRAND 2: ELECTRICITY AND ELECTRONICS

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.2.1Demonstrate B7.4.2.1.1 Describe the various forms of electricity generation Digital Literacy (DL),
understanding of Communication and
forms of electricity, Collaboration (CC),
its generation and
effects on the Exemplar:
environment.
1. Search for and discuss information about the nature and DL: Ability to ascertain when
generation of thermal and nuclear electricity and produce information is needed and be able
reports, posters, diagrams and charts about your findings. to identify, locate, evaluate and
effectively use them to solve a
problem

Preparedness to make better
decision with information at hand

CC: Explain ideas in a clear order
with relevant detail, using

conjunctions to structure and
speech.

B7.4.2.1.2 Explain the impact of electricity generation on the Communication and
environment Collaboration (CC), Critical
Thinking and Problem
Solving (CP), Creativity and
Innovation (CI)

Exemplar:

1. Debate the negative effects of both thermal and nuclear CP: Generate hypothesis to help
electricity generation on the environment and how to reduce the answer complex problems

effects. Create posters leaflets of the outcome of the debate Ability to combine Information

and ideas from several sources to

reach a conclusion

Implement strategies with
accuracy

CC: Can vary the level of detail
and the language use when
presenting to make it appropriate
to the audience.

B7.4.2.2 B7.4.2.2.1 Demonstrate how to assemble basic electronic Digital Literacy (DL),
Demonstrate components in an electronic circuit Creativity and Innovation
knowledge of how to (CI)
assemble and explain
the functions of basic Exemplar:
electronic
components and 1. Examine electronic components such as types of LEDs, P-N DL: Ability to find and consume
their Junction diodes, colour code resistors and capacitors, and arrange digital content
interdependence in
an electronic circuit them in an electronic circuit. CI: Recognise and generalise

information and experience;

search for trends and patterns

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
Demonstrate COMPETENCIES
knowledge of how to
assemble and explain B7.4.3.2.2 Discuss the function of each electronic component Communication and
the functions of basic and their interdependence with each other Collaboration (CC),
electronic Creativity and Innovation
components and (CI)
their
interdependence in Exemplars:
an electronic circuit
1. Dismantle and assemble spoilt electronic gadgets such as Radio, CI: Being open-minded, adapting
TV, Mobile phones, Electronic watch and others that can be and modifying ideas to achieve

found in the home and at school and name the parts. creative results

Recognise and generalise
information and experience;
search for trends and patterns

2. Identify the Positive (P) region and Negative (N) region of the P- CI: Ability to merge simple/
N junction diode and construct a simple electronic circuit complex ideas to create novel

comprising a 3V battery made of two dry cells in series with a situation or thing

switch and an LED. Recognise and generalise

information and experience;

search for trends and patterns

Being open-minded, adapting and
modifying ideas to achieve

creative results

3. Explain what happens when the switch in an electronic circuit is CC: Explain ideas in a clear order
closed and opened with relevant detail. CI:

Recognise and generalise

information and experience;

CONTENT INDICATOR AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

Demonstrate B7.4.3.2.3 Discuss the function of each electronic component Communication and
knowledge of how to such as resistor, diode, and. inductor and their Collaboration
assemble and explain interdependence for the functioning of an electronic gadget (CC),Creativity and
the functions of basic Innovation (CI), Critical
electronic Thinking and Problem Solving
components and (CP)
their
interdependence in
an electronic circuit

Exemplar:

1. Discuss the roles and the significance of electronic components: CC: Explain ideas in a clear order
i. LED, ii. resistor iii. diode, and iv. inductor in a circuit and how with relevant detail. CP:
they affect each other Demonstrate a thorough

understanding of a generalised

concept and facts specific to task

or situation. Provide new insight

into controversial situation or task

2. Explain changes in brightness in an LED in relation to addition of CC: Explain ideas in a clear order
resistors, diodes, and inductors in an electronic circuit with relevant detail. CP:

Demonstrate a thorough

understanding of a generalised

concept and facts specific to task

or situation. Provide new insight

into controversial situation or task

STRAND 4: FORCES AND ENERGY
SUB-STRAND 3: CONVERSION AND CONSERVATION OF ENERGY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES
B7.4.3.1.Demonstrate B7.4.3.1.1 Explain the principle underlying conservation and Digital Literacy (DL),
understanding of the conversion of energy Creativity and Innovation
principle of (CI), Critical Thinking and
conservation and Problem Solving (CP)
conversion of energy
and their application Exemplar:

in real life situations 1. Explain the law of conservation of energy by using diagram to show DL: Ability to ascertain when

that in a closed system the value of chemical energy, for example in information is needed and be able
dry cell which changes into electrical, heat and light energy will to identify, locate, evaluate and
remain the same
effectively use them.

CP: Ability to combine
Information and ideas from
several sources to reach a
conclusion

2. Use exemplar 1 to explain energy conversion and its application to CI: Ability to merge simple/
life complex ideas to create novel
situation or thing

Recognise and generalise
information and experience;
search for trends and patterns

Being open-minded, adapting and
modifying ideas to achieve
creative results

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B7.4.3.1.Demonstrate B7.4.3.1.2 Demonstrate the conversion of energy into Creativity and Innovation (CI)
understanding of the useable forms
principle of Exemplar: CI: Interpret and apply learning in
conservation and new context
conversion of energy 1. Illustrate everyday use of conversion of energy and show Recognise and generalise information
and their application diagrammatically the conversion of energy to other forms. and experience; search for trends and
in real life situations patterns

Reflect on work and explore thinking
behind thoughts and processes

B7.4.3.1.3 Know how energy could be conserved for future Digital Literacy (DL),
use in life Communication and
Collaboration (CC), Critical
Thinking and Problem Solving
(CP)

Exemplar:

1. Explain why energy should be conserved and describe how it DL: Ability to ascertain when
can be done for the benefit of humans and other life forms information is needed and be able to

identify, locate, evaluate and
effectively use them. CP: Ability to
combine Information and ideas from

several sources to reach a conclusion

CC: Explain ideas in a clear order
with relevant detail

STRAND 4: FORCES AND ENERGY
SUB-STRAND 4: FORCE AND MOTION

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B7.4.4.1Examine Newton’s B7.4.4.1.1 State and explain Newton’s First Law of Digital Literacy
First Law of motion and motion (DL)Communication and
understand its application Collaboration (CC)
to life
Exemplar:

1. Research to find what Newton’s first law is and discuss it. DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem. Adhere to behavioural

protocols that prevail in cyberspace.
Knowledge and recognition of ethical
use of information

CC: Explain ideas in a clear order
with relevant detail

CI: Ability to merge simple/
complex ideas to create novel
situation or thing. Recognise and
generalise information and

experience; search for trends and
patterns. Being open-minded,
adapting and modifying ideas to
achieve creative results

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
B7.4.4.1Examine Newton’s PRACTICES AND CORE
First Law of motion and COMPETENCIES
understand its application
to life B7.4.4.1.2 Examine the application of Newton’s First Communication and
Law of motion in life Collaboration (CC), Critical
Thinking and Problem Solving
(CP), Creativity and
Innovation (CI)

Exemplars:

1. Discuss some applications of Newton’s First Law of CC: Explain ideas in a clear order
Motion. E.g. when a metallic ball is put on a smooth with relevant detail. Can see the
surface and given a push it will be in motion until it gets importance of including all team
to a blockade and it stops. Use of seat belts in a vehicle members in discussions and
actively encourage contributions

from their peers in their team

DL: Evaluate the quality and
validity of information

CP: Ability to combine
Information and ideas from several
sources to reach a conclusion

CI: Ability to merge simple/

complex ideas to create novel
situation or thing. Recognise and
generalise information and
experience; search for trends and
patterns. Being open-minded,
adapting and modifying ideas to
achieve creative results

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

2. Explain the importance of Newton’s First Law of Motion CC: Explain ideas in a clear order
with relevant detail

Can see the importance of
including all team members in
discussions and actively encourage
contributions from their peers in
their team

CP: Ability to combine
Information and ideas from several
sources to reach a conclusion

B7.4.4.2 Recognize some B7.4.4.2.1 Identify simple machines Digital Literacy (DL),
simple machines, and show Communication and
understanding of their Collaboration (CC)
efficiency in doing work
Exemplar:

1. List examples of simple machines DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem

CC: Speak clearly and explain
ideas

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B7.4.4.2 Recognize B7.4.4.2.2 Describe the types and functions of levers Digital Literacy (DL),
some simple machines, Communication and Collaboration
and show (CC), Critical Thinking and
understanding of their Problem Solving (CP)
efficiency in doing work Exemplars:

1. Name the types of levers and explain their general DL: Ability to ascertain when
information is needed and be able to
functions.

identify, locate, evaluate and effectively

use them to solve a problem

CC: Speak clearly and explain ideas

2. Classify levers into First, Second and Third classes and CP: Demonstrate a thorough
demonstrate how the principles involved in each class make understanding of a generalised concept
and facts specific to task or situation.

work easier in everyday life Implement strategies with accuracy

B7.4.3.2.3 Know Work Input, and Output and Efficiency Digital Literacy (DL),
as they apply to machines. Communication and Collaboration
(CC), Critical Thinking and
Problem Solving (CP), Creativity
and Innovation (CI)

Exemplars:

1. Explain of the terms work input, work output and CC: Explain ideas in a clear order with
relevant detail. DL: Ability to find and
efficiency.

consume digital content

Recognise ownership of information

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B7.4.4.2 Recognize 2. Explain efficiency of a machine as the ratio of work CC: Explain ideas in a clear order with
some simple machines, relevant detail
and show output to work input expressed as a percentage.

understanding of their DL: Ability to find and consume digital
efficiency in doing work content

Recognise ownership of information

CP: Ability to combine Information and
ideas from several sources to reach a
conclusion

Develop and defend a logical plausible

3. Explain the concept of efficiency of a machine. resolution to a confusion, uncertainty or
contradiction surrounding an event

CC: Explain ideas in a clear order with
relevant detail

DL: Ability to find and consume digital
content

CP: Ability to combine Information and
ideas from several sources to reach a
conclusion

4. Describe how efficiency of simple machines can be DL: Ability to ascertain when
information is needed and be able to
improved (e.g. by oiling its parts to reduce friction)

identify, locate, evaluate and effectively

use them to solve a problem

CI: Recognise and generalise
information and experience; search for
trends and patterns

Being open-minded, adapting and
modifying ideas to achieve creative
results

Putting forward constructive comments,
ideas, explanations and new ways of
doing t

STRAND 4: FORCES AND ENERGY
SUB-STRAND 5: AGRICULTURAL TOOLS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE

COMPETENCIES

B7.4.5.1Demonstrate B7.4.5.1.1 Explain the basic rules in handling and
knowledge and skills in maintaining simple agricultural tools.
handling and
maintenance of basic and Exemplars:

simple agricultural tools 1. List some simple or basic farm tools in agriculture (give DL: Ability to ascertain when

examples found in animal and crop farms) information is needed and be

able to identify, locate, evaluate

and effectively use them to

solve a problem.

CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms

CP: Demonstrate a thorough
understanding of a generalised
concept and facts specific to
task or situation

2. Discuss the meaning and importance of handling and CP: Demonstrate a thorough
understanding of a generalised
maintenance of agricultural tools

concept and facts specific to

task or situation

3. List and match the basic rules in handling and CI: Ability to merge simple/
maintenance of tools with specific simple tools used in complex ideas to create novel

agriculture. situation or thing

Recognise and generalise
information and experience;

search for trends and patterns

Being open-minded, adapting
and modifying ideas to achieve
creative results

4. Describe how handling and maintenance of simple and CC: Speak clearly and explain
ideas. Share a narrative or
basic agricultural tools are done.

extended answer while speaking

to a group

CI: Ability to try alternatives
and fresh approaches

B7.4.5.1.2 Apply the handling and maintenance of basic Communication and
and simple agricultural tools in their community Collaboration (CC), Critical
Thinking and Problem
Solving (CP), Creativity and
Innovation (CI), Digital
Literacy (DL), Cultural
Identity and Global
Citizenship (CG)

Exemplars:

1. Observe and discuss the handling and maintenance of CC: Interpret correctly and
basic and simple agricultural tools used in farms visited in respond to non- verbal

the community and write a report. communication such as facial

expressions, cues and gestures

Identify underlying themes,
implications and issues when
listening

Apply appropriate diction and
structure sentences correctly
for narrative, persuasive,
imaginative and expository
purposes

CP: Analyse and make distinct
judgment about viewpoints
expressed in an argument

2. Assemble agricultural tools from the community and DL: Ability to ascertain when
practice handling the tools to perform simple agricultural information is needed and be

operations. Write down the operational rules of able to identify, locate, evaluate

handling agricultural tools and effectively use them to

solve a problem

CG: Develop and exhibit ability
to defend one's cultural beliefs,
practices and norms

CI: Identification of
requirements of a given
situation and justification of
more than one creative tool
that will be suitable

Ability to reflect on approaches

to creative task and evaluate
the effectiveness of tools used

Ability to select the most
effective creative tools for
working and preparedness to
give explanations

3. Assemble agricultural tools from the community and CI: Putting forward

practice the basic rules in tools maintenance and list the constructive comments, ideas,

rules used. explanations and new ways of

doing things

Recognise and generalise

information and experience;
search for trends and patterns

Reflect on work and explore

thinking behind thoughts and
processes

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 1: WASTE MANAGEMENT

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B7.5.1.1 Exhibit knowledge B7. 5.1.1.1 Apply information from research on Critical Thinking and
and skill of scientific basis good management practices of waste to make the Problem Solving (CP)
for management practices environment clean Communication and
of types of waste in the Exemplars: Collaboration (CC)
environment Digital Literacy (DL)
Creativity and Innovation
(CI)

1. Research for information on good waste CP: Ability to combine
management practices and use it to carry out a Information and ideas from

project to make their environment clean several sources to reach a

conclusion

DL: Ability to ascertain when
information is needed and be
able to identify, locate, evaluate
and effectively use them to solve
a problem

2. Write a report for presentation on the outcome of CP: Analyse and make distinct
judgment about viewpoints
the project carried out in exemplar 1

expressed in an argument

3. Discuss how to manage types of waste and explain CC: Speak clearly and explain
ideas. Share a narrative or
the science underlying it.

extended answer while speaking
to a group

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 2: HUMAN HEALTH

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

B7.5.2.1 Demonstrate B7. 5.2.1.1 Explain the relationship between food Critical Thinking and Problem
knowledge of nutrients and common deficiency diseases and how Solving (CP)
common deficiency they affect humans Communicationand Collaboration
diseases of humans, (CC)
their causes, Digital Literacy (DL)
symptoms, effects and Creativity and Innovation (CI)
prevention

Exemplars:

1. Name and analyze food nutrients such as CP: Can effectively evaluate the
carbohydrates, proteins, fatty acids, and their uses in success of solutions they have used to

the human body. attempt to solve a complex problem

2. Discuss and make presentations on deficiency CI: Ability to merge simple/ complex
diseases associated with lack of food nutrients such ideas to create novel situation or thing
as carbohydrates, proteins, fatty acids, vitamins and
others in the human body.

3. Relate the nutrients they gain or lack to the foods CP: Demonstrate a thorough
they normally eat e.g. lack of protein leads to understanding of a generalised concept

kwashiorkor, lack of iron lead to anemia etc. and facts specific to task or situation.
CC: Explain ideas in a clear order with
relevant detail, using conjunctions to

structure and speech.

4. Describe symptoms, effects and prevention of CP: Ability to combine Information
common deficiency diseases such as night blindness, and ideas from several sources to

rickets, scurvy, kwashiorkor and others reach a conclusion

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 3: SCIENCE AND INDUSTRY

Content Standard Indicators and Exemplars Subject Specific Practices and
Core Competencies

B7.5.3.1 Realise how B.7. 5.3.1.1 Discover and explain how careers in Critical Thinking and Problem
careers in science can science can improve human conditions and relate Solving (CP)
improve life of humans these careers to the work of great national and Communication and
and research about international scientists and science educators Collaboration (CC)
Ghanaian and Digital Literacy (DL)
internationally Exemplars: Creativity and Innovation (CI)
recognized scientists
and science educators 1. Describe various careers in science and relate them CP: Ability to combine Information
and model after them to the work of national scientist E.g. Prof. Ibok Nsa and ideas from several sources to
Oduro, Prof. Francis Allotey Professor Ewurama reach a conclusion
Addy, and Science Educationists: Professor Anamuah-
Mensah, Professor Theophilus Ossei-Anto, Professor
Christian Anthony-Krueger and others

2. Describe various careers in science and relate them CP: Ability to combine Information
to the work of international scientists: Albert and ideas from several sources to
Einstein, Alexander Fleming, Charles Darwin, Paul reach a conclusion

Ratnei, Stephen Hawkins etc through presentations

3. Research, and build portfolio on the impact of science DL: Ability to ascertain when

and technology and innovation in homes, schools, information is needed and be able to

communities, and the universe and make a identify, locate, evaluate and effectively

presentation. use them to solve a problem

4. Identify the science and technology careers that CP: Ability to combine Information
and ideas from several sources to
Ghana must focus on and give reasons.

reach a conclusion

STRAND 5: HUMANS AND THE ENVIRONMENT

SUB-STRAND 4: CLIMATE CHANGE AND GREEN ECONOMY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B7.5.4.1 Demonstrate B7.5.4.1.1 Search for information on ways sustainable Critical Thinking and
understandingof energy choices and scientific ideas are used to protect Problem Solving (CP)
sustainable energy the environment. Communication and
choices and their impact Exemplars: Collaboration (CC)
on the environment Digital Literacy (DL)
Creativityand Innovation
(CI)

1. Describe how people use sustainable energy choices and CP: Ability to combine
scientific ideas to protect the environment Information and ideas from

several sources to reach a

conclusion

2. Analyze greenhouse effects on the environment and CP: Ability to combine
Information and ideas from

show how they can be minimized. several sources to reach a
conclusion

3. Design a project to show how energy can be locally CP: Generate hypothesis to
sustained through the use of scientific processes to help answer complex problems
protect the environment

STRAND 5: HUMANS AND THE ENVIRONMENT
SUB-STRAND 5: UNDERSTANDING THE ENVIRONMENT

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B7.5.5.1 Demonstrate B7.5.5.1.1 List and describe the different types of plants Critical Thinking and
understanding of and animals that live in different land forms such as Problem Solving (CP)
different plants and plateau plain, mountain valley and others(with emphasis Communication and
animals found in on land forms in Ghana) Collaboration (CC)
different land forms and Exemplars: Digital Literacy (DL)
how they survive(with Creativity and Innovation
emphasis land forms in (CI)
Ghana)

1. Identify different types of plants and animals found in CP: Can effectively evaluate the
different landforms (plateau plain, mountain valley and success of solutions they have

others.) used to attempt to solve a

complex problem

2. Describe the characteristics that enable different types of CP: Ability to combine
animals to live in different landforms (plateau plain, Information and ideas from

mountain valley and others). several sources to reach a
conclusion

3. Describe the characteristics that enable different types of CP: Ability to combine
plants to survive in different landforms(plateau plain, Information and ideas from

mountain valley and others). several sources to reach a

conclusion

4. Make an album of different types of plants and animals CP: Generate hypothesis to help
that live in different landforms(plateau plain, mountain answer complex problems.
valley and others)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
COMPETENCIES

B7.5.5.1.2 Explain the nature of associations that exist Critical Thinking and
among plants and animals in different landforms and their Problem Solving (CP)
mechanisms for survival
Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation
(CI)

Exemplars:

1. Describe the nature of associations such as mutualism, CP: Demonstrate a thorough
parasitism, commensalism among plants and animals and understanding of a

explain the effects on their habitats generalised concept and facts

specific to task or situation

CC: Can vary the level of
detail and the language use
when presenting to make it

appropriate to the audience.

2. Carry out research about the different ways that different DL: Ability to ascertain when
plants and animals survive in the landforms in which they are information is needed and be

found. able to identify, locate,

evaluate and effectively use

them to solve a problem

BASIC 8

CONTENT STRAND 1: DIVERSITY OF MATTER SUBJECT SPECIFICS
STANDARDS AND CORE
SUB-STRAND 1: MATERIALS
INDICATORS AND EXEMPLARS

COMPETENCIES

B8.1.1.1. B8.1.1.1.1 Identify types of mixtures by name and Critical Thinking and
Demonstrate characteristics Problem solving (CP),
knowledge of types of Communication
mixtures, and Exemplars: Collaboration (CC) and
1. Group materials such as powder, pebbles, bottle tops, salt,
understanding of the sugar, sand, gari, gravel, oil, water and others into two main
processes of scientific categories: solids and liquids.
ways of separating
the components of CP: Ability to combine
mixtures Information and ideas from
several sources to reach a
conclusion

2. Put any two of the materials (in 1) together and describe the CP: Analyse and make distinct
judgment about viewpoints
resultant nature of the product formed.

expressed in an argument

CP: Ability to explain plans for
3. Draw observable conclusion on homogenous and attaining goals

heterogeneous characteristics from mixtures of two or more
materials such as sand and gravels, sand and water, oil and water
and others.
4. Compare and contrast solutes and solvents based on their CP: Analyse and make distinct
physical characteristics. judgment about viewpoints

expressed in an argument

CC: Explain ideas in a clear
order with relevant detail,

using conjunctions to structure
and speech.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
STANDARDS CORE COMPETENCIES

B8.1.1.1. 5. Identify and separate mixtures such as: sand and sugar CP: Ability to select
Demonstrate mixture, sugar and salt mixture and solutions such as: Salt alternative(s) that adequately
Solution, Sugar solution, fruit Juice, vinegar solution based on meet selected criteria
knowledge of types of their physical properties.
mixtures, and
understanding of the 6. Identify a suspension as a type of mixture e.g. mixture of CP: Ability to identify
groundnut paste and water in a glass important and appropriate
processes of scientific
ways of separating criteria to evaluate each

the components of alternative

mixtures 7. Differentiate between a colloid and suspension and show the CP: Analyse and make distinct

colloidal effect. judgment about viewpoints

expressed in an argument

CC: Speak clearly and explain
ideas. Share a narrative or
extended answer while speaking
to a group

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND CORE
STANDARDS COMPETENCIES

B8.1.1.1. B8.1.1.1.2 Design and Perform processes for Creativity and Innovation (CI)
Demonstrate separating kinds of mixtures Critical Thinking and Problem Solving
knowledge of types of Exemplar: (CP)
mixtures, and Communication and Collaboration (CC)
understanding of the Digital Literacy (DL)

processes of scientific
ways of separating
the components of
mixtures

1. Perform activities such as distilling, filtering, CI: Ability to look at alternatives in creating
sieving and others to separate different kinds new things.
of mixtures and present report on your
findings using drawing and written work. CC: Identify and analyse different points of
views of speaker

B8.1.2.2 B8.1.2.2.1 Describe atoms as composed of sub- Critical Thinking and Problem Solving
Demonstrate atomic particles (CP)
understanding of Communication and Collaboration (CC)
atoms and the Exemplars:
atomic structure of 1. Explain an atom and structure of an element CP: Ability to identify important and
elements in the using (linking them to) the periodic table. appropriate criteria to evaluate each
periodic table alternative

2. List the sub-atomic particles found in the atom CP: Ability to combine Information and ideas
and indicate their location in the atom (e.g. from several sources to reach a conclusion
proton, electron, neutron).

3. State the electrical charges on the sub-atomic CP: Identify important and appropriate

particles. alternatives

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND CORE
STANDARDS COMPETENCIES

B8.1.2.2 4. Describe the differences between atomic
Demonstrate number and mass number of elements.
understanding of CP: Analyse and make distinct judgment about
atoms and the 5. Determine the number of protons, neutrons viewpoints expressed in an argument
atomic structure of and electrons in an atom. CP: Ability to select alternative(s) that
elements in the adequately meet selected criteria
periodic table B8.1.2.2.2 Explain the arrangement of Critical Thinking and Problem Solving
elements in terms of the number of protons in (CP)
the nuclei of atoms of each element Communication and Collaboration (CC)

Digital Literacy (DL)

Exemplars:

1. Explain how elements are arranged in order of CP: Ability to select alternative(s) that
the number of protons using the periodic adequately meet selected criteria
table.
2. Draw the distribution of electrons (electron CP Ability to combine Information and ideas
configuration) in the atoms. from several sources to reach a conclusion

DL: Ability to ascertain when information is
needed and be able to identify, locate, evaluate
and effectively use them to solve a problem

3. Explain the formation of ions. CP: Demonstrate a thorough understanding
of a generalised concept and facts specific to

task or situation
4. Describe a molecule as combination of atoms. CP: Create simple logic trees to think through

problems

STRAND 1: DIVERSITY OF MATTER

SUB-STRAND 2: LIVING CELLS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
STANDARDS CORE COMPETENCIES

B8.1.2.1 Demonstrate B8.1.2.1.1 Examine and describe the structure of Critical Thinking and
understanding of types prokaryotic and eukaryotic cells Problem Solving (CP)
of cells and their Communication and
structure in relation to Collaboration (CC)
different organisms Digital Literacy (DL)
Creativity and Innovation
(CI)

Exemplars:

1. Compare and contrast prokaryotic and eukaryotic cells. CP: Ability to identify important
and appropriate criteria to
evaluate each alternative

2. Create a table to show a chart or a slideshow depicting DL: Evaluate the quality and
images and labels of the types of cells. Identify validity of information
differences and similarities after observation.
3. Draw and label a prokaryotic cell and eukaryotic cell and CP: Ability to select
make a presentation on what is observed. alternative(s) that adequately

meet selected criteria

CC: Identify and analyse
different points of views of
speaker

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFICS AND
STANDARDS CORE COMPETENCIES

B8.1.2.1.2 Classify organisms (plants or animals) as Critical Thinking and
prokaryotic or eukaryotic based on the type of cells Problem Solving (CP)
they are made of. Communication and
Collaboration (CC)
Digital Literacy (DL)
Creativity and Innovation
(CI)

Exemplars:

1. Observe and list examples of organisms; plants and CP: Ability to select
animals as prokaryotic or eukaryotic based on each cell alternative(s) that adequately
type.
meet selected criteria

DL: Evaluate the quality and
validity of information

2. Explain the impact of prokaryotes and eukaryotes on CP: Ability to explain plans for
human’s health and devise safety measures to protect attaining goals
them.
CC: Explain ideas in a clear
order with relevant detail, using

conjunctions to structure and

speech.

CONTENT STRAND 2 CYCLES SUBJECT SPECIFIC
STANDARDS SUB-STRAND 1 EARTH SCIENCE PRACTICES AND CORE
INDICATORS AND EXEMPLARS

COMPETENCIES

B8.2.1.1 Demonstrate B8.2.1.1.1 Explain the process of carbon cycle. Critical Thinking and Problem
understanding of the Exemplars: Solving (CP)
process of Carbon cycle
as an example of Communication and
repeated pattern of Collaboration (CC)
change in nature and
how it relates to the Digital Literacy (DL)
environment
Creativity and Innovation (CI)

1. Identify the carbon cycle from the internet, charts or DL: Ability to ascertain when
pictures and write short notes on what happens at each information is needed and be able to

stage. identify, locate, evaluate and

effectively use them to solve a

problem

2. Produce a flow chart to trace the process of carbon CP: Ability to select alternative(s)
that adequately meet selected
cycle in nature.

criteria

CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and

speech.

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.2.1.1 Demonstrate 3. Explain the process of carbon cycle depicting processes CP: Ability to identify important
understanding of the and appropriate criteria to
such as
process of Carbon cycle as
a) Photosynthesis evaluate each alternative

an example of repeated b) Respiration CC: Explain ideas in a clear order
pattern of change in c) Burning with relevant detail, using
nature and how it relates d) Decay. conjunctions to structure and
to the environment
speech.

4. Compile information on the carbon cycle and give DL: Ability to ascertain when
reasons why it is a repeated pattern e.g.it is because the information is needed and be able

carbon is circulated continuously in the environment. to identify, locate, evaluate and

effectively use them to solve a

problem

CC: Explain ideas in a clear order
with relevant detail, using
conjunctions to structure and
speech.

B8.2.1.1.2 Describe the role of carbon cycle to the Critical Thinking and
environment Problem Solving (CP)

Communication and

Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation
(CI)

Exemplars:

1. Describe the role of carbon cycle in maintaining balance CP: Can effectively evaluate the
in the composition of air in the environment. E.g. plants success of solutions they have
absorb carbon in the form of Carbon (IV) Oxide from used to attempt to solve a
the air for photosynthesis and oxygen is produced for complex problem

respiration and in return, respiration gives out carbon in CC: Explain ideas in a clear order
the form of Carbon (IV) Oxide). with relevant detail, using

conjunctions to structure and

speech.

2. Explain using diagram the effect of carbon cycle on food chain. CP: Can effectively evaluate the
success of solutions they have

used to attempt to solve a
complex problem

DL: Ability to ascertain when
information is needed and be able
to identify, locate, evaluate and
effectively use them to solve a
problem

3. Describe the relationship between the greenhouse gases and CP: Ability to effectively define

carbon cycle. goals towards solving a problem



STRAND 2 CYCLES
SUB-STRAND 2 LIFE CYCLE OF ORGANISMS

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND
CORE COMPETENCIES

B8.2.2.1 Demonstrate an B8.2.2.1.1 Describe the life cycle and economic Critical Thinking and
activity to show the life cycle importance of Anopheles mosquito. Problem Solving (CP)
of Anopheles mosquito and
understanding of how the Communication and
effects of the mosquito on Collaboration (CC)
humans can be managed
Digital Literacy (DL)

Creativity and
Innovation (CI)

Exemplars:

1. Observe and draw the different stages of the life cycle CP: Ability to identify
of Anopheles mosquito e.g. by breeding the mosquito important and appropriate

in a glass jar. criteria to evaluate each

alternatives

DL: Evaluate the quality and
validity of information

2. Describe the economic importance of the Anopheles CP: Ability to explain plans
for attaining goals
mosquito.

CC: Explain ideas in a clear
order with relevant detail,

using conjunctions to
structure and speech.

B8.2.2.1. 2 Discuss the impact of Anopheles mosquito Critical Thinking and
on humans and how it can be controlled Problem Solving (CP)

Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and
Innovation (CI)

Exemplars:

1. Discuss the impact of female Anopheles mosquito as a CC: Explain ideas in a clear
vector of plasmodium on humans. order with relevant detail,

using conjunctions to

structure and speech.

2. Generate solutions to control malaria in Ghana. CP: Ability to effectively
define goals towards solving
a problem

STRAND 2 CYCLES
SUB-STRAND 3 CROP PRODUCTION

CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

B8.2.3.1Demonstrate B8.2.3.1.1 Explore the different seed beds for Critical Thinking and Problem
knowledge and skills in planting crops in your community. Solving (CP)
planting crops on different
seed beds. Communication and
Collaboration (CC)

Digital Literacy (DL)

Creativity and Innovation (CI)

Exemplars:

1. Observe and discuss different seed beds for planting CP: Ability to explain plans for
different crops. attaining goals

2. List and compare the differences and similarities CP: Create simple logic trees to
among seed beds in the community. think through problems

3. Match the types of seed beds with the types and CP: Create simple logic trees to
stages of crops planted in your community. think through problems

B8.2.3.1.2 Plant different types of crops on different Critical Thinking and Problem
seed beds. Solving (CP)

Communication and
Collaboration (CC)

Digital Literacy (DL)